Pub Date : 2024-01-03DOI: 10.1080/25742981.2023.2301711
Rola Angga Lardika, Fikri Yanda, B. Tarigan
{"title":"Physical education pedagogies for health\u0000 Physical education pedagogies for health\u0000 , edited by Lorraine Cale and Jo Harris, London and New York, Routledge, 2022, 142 pp., US$64.95 ISBN 978-1-003-22590-4.","authors":"Rola Angga Lardika, Fikri Yanda, B. Tarigan","doi":"10.1080/25742981.2023.2301711","DOIUrl":"https://doi.org/10.1080/25742981.2023.2301711","url":null,"abstract":"","PeriodicalId":36887,"journal":{"name":"Curriculum Studies in Health and Physical Education","volume":"12 5","pages":""},"PeriodicalIF":1.9,"publicationDate":"2024-01-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139388943","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-10-25DOI: 10.1080/25742981.2023.2272143
Alison Wrench
Calls have been made for a public pedagogy that works at the intersection of education and politics to enact a concern for publicness. These are calls for pedagogy that values plurality in human togetherness and educational conditions in which all young people can flourish. In this paper my specific focus is exploring how publicness of education can be conceived in relation to encouraging inclusive, equitable and decolonial ‘ways of being doing and knowing' in HPE. I adopt a genealogical approach to explore ‘conditions of possibility' that have contributed to durability of a ‘white' Eurocentric norm for HPE. Selected reports, curriculum documents, newspaper and reference articles are drawn on to illuminate discourses, and power relations implicated in this dominant framing. This paper represents an attempt to disrupt common sense understandings and practices of HPE founded settler-colonialism and new forms of neo-liberal colonialism. Approaches premised on activist, culturally responsive pedagogies as well as affective, embodied, relational dimensions of human togetherness are suggested. I propose that questioning ‘why' ‘how' and ‘what' is taught in HPE is critical for reframing ‘thinking and feeling’ required for pedagogical and curricular practices that can enhance educational justice for Indigenous students.
{"title":"‘Publicness of education’: framing possibilities for decolonising practices in Health and Physical Education","authors":"Alison Wrench","doi":"10.1080/25742981.2023.2272143","DOIUrl":"https://doi.org/10.1080/25742981.2023.2272143","url":null,"abstract":"Calls have been made for a public pedagogy that works at the intersection of education and politics to enact a concern for publicness. These are calls for pedagogy that values plurality in human togetherness and educational conditions in which all young people can flourish. In this paper my specific focus is exploring how publicness of education can be conceived in relation to encouraging inclusive, equitable and decolonial ‘ways of being doing and knowing' in HPE. I adopt a genealogical approach to explore ‘conditions of possibility' that have contributed to durability of a ‘white' Eurocentric norm for HPE. Selected reports, curriculum documents, newspaper and reference articles are drawn on to illuminate discourses, and power relations implicated in this dominant framing. This paper represents an attempt to disrupt common sense understandings and practices of HPE founded settler-colonialism and new forms of neo-liberal colonialism. Approaches premised on activist, culturally responsive pedagogies as well as affective, embodied, relational dimensions of human togetherness are suggested. I propose that questioning ‘why' ‘how' and ‘what' is taught in HPE is critical for reframing ‘thinking and feeling’ required for pedagogical and curricular practices that can enhance educational justice for Indigenous students.","PeriodicalId":36887,"journal":{"name":"Curriculum Studies in Health and Physical Education","volume":"66 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135112919","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Research studies focusing on schools and teachers’ capabilities to teach and develop students’ health literacy (HL) are few. Of the research that currently exists, teachers face difficulties when teaching health education to enhance students’ critical HL levels, with only one study examining preservice teachers (PSTs). The aim of this study is to explore one Australian University and two of its undergraduate initial teacher education (ITE) programs and the role that it plays in developing PSTs’ HL levels and capabilities to plan for promoting students’ HL. Twenty-three final year Health and Physical Education (HPE) and thirty-four final year Primary Education participants completed a Health Literacy Questionnaire. Five PSTs from each ITE program consented and were involved in focus group and individual interviews. Current HL levels were found to be higher across all nine sections for HPE PSTs when compared with Primary PSTs, showing medium to very large effect size differences, with all but one section reporting statistical significance. Interviews emphasised the need for ITE programs to focus on developing PSTs’ HL levels and to implement authentic opportunities to practice enhancing students’ HL. Findings provide insight into the role ITE programs in promoting PSTs’ HL before becoming graduate teachers in schools.
{"title":"Preservice teachers’ health literacy levels and perceptions of teaching capabilities: an Australian case study","authors":"Cassidy Kealy-Ashby, Louisa Peralta, Claire Marvell","doi":"10.1080/25742981.2023.2271469","DOIUrl":"https://doi.org/10.1080/25742981.2023.2271469","url":null,"abstract":"Research studies focusing on schools and teachers’ capabilities to teach and develop students’ health literacy (HL) are few. Of the research that currently exists, teachers face difficulties when teaching health education to enhance students’ critical HL levels, with only one study examining preservice teachers (PSTs). The aim of this study is to explore one Australian University and two of its undergraduate initial teacher education (ITE) programs and the role that it plays in developing PSTs’ HL levels and capabilities to plan for promoting students’ HL. Twenty-three final year Health and Physical Education (HPE) and thirty-four final year Primary Education participants completed a Health Literacy Questionnaire. Five PSTs from each ITE program consented and were involved in focus group and individual interviews. Current HL levels were found to be higher across all nine sections for HPE PSTs when compared with Primary PSTs, showing medium to very large effect size differences, with all but one section reporting statistical significance. Interviews emphasised the need for ITE programs to focus on developing PSTs’ HL levels and to implement authentic opportunities to practice enhancing students’ HL. Findings provide insight into the role ITE programs in promoting PSTs’ HL before becoming graduate teachers in schools.","PeriodicalId":36887,"journal":{"name":"Curriculum Studies in Health and Physical Education","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135730504","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-10-17DOI: 10.1080/25742981.2023.2270464
Rod Philpot
This paper draws on an analytical framework inspired by Nancy Fraser's (2010) three-dimensional theory of social justice to explore how HPE teachers in Aotearoa/New Zealand perceive the concept of social justice and teaching for and about social justice. Data were gathered from online semi-structured interviews with 19 HPE teachers. Analysis involved a six-step process of inductive thematic analysis [Braun, V., & Clarke, V. (2022). Conceptual and design thinking for thematic analysis. Qualitative Psychology, 9(1), 3]. The results show that participants perceive that social justice is a concept that is important, but it is complex and understood in different ways. A quest for equity, fairness, or inclusion were the most common understandings. The participants identifying how they take action for social justice through pedagogies for social justice that reflect a focus on representation of student voices, recognition of differences, and redistribution of the resources. The findings suggest that affirmative actions within long standing social structures are more prevalent than more transformative pedagogies that challenge underlying beliefs and values.
{"title":"‘Sometimes unfair is fair’: New Zealand HPE teachers’ perceptions of social justice","authors":"Rod Philpot","doi":"10.1080/25742981.2023.2270464","DOIUrl":"https://doi.org/10.1080/25742981.2023.2270464","url":null,"abstract":"This paper draws on an analytical framework inspired by Nancy Fraser's (2010) three-dimensional theory of social justice to explore how HPE teachers in Aotearoa/New Zealand perceive the concept of social justice and teaching for and about social justice. Data were gathered from online semi-structured interviews with 19 HPE teachers. Analysis involved a six-step process of inductive thematic analysis [Braun, V., & Clarke, V. (2022). Conceptual and design thinking for thematic analysis. Qualitative Psychology, 9(1), 3]. The results show that participants perceive that social justice is a concept that is important, but it is complex and understood in different ways. A quest for equity, fairness, or inclusion were the most common understandings. The participants identifying how they take action for social justice through pedagogies for social justice that reflect a focus on representation of student voices, recognition of differences, and redistribution of the resources. The findings suggest that affirmative actions within long standing social structures are more prevalent than more transformative pedagogies that challenge underlying beliefs and values.","PeriodicalId":36887,"journal":{"name":"Curriculum Studies in Health and Physical Education","volume":"73 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136033494","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-10-06DOI: 10.1080/25742981.2023.2265351
Marcos Seldas, Luis M. García López
ABSTRACTThe aim of this work was to design and implement an effective hybridisation of two pedagogical models that would serve to overcome gender-related barriers to participation in games, based on a co-educational intervention and paying a special attention on the boys’ influence for the girls’ participation. First, we describe the process of creating the hybrid pedagogical model combining the activist approach (Oliver & Kirk [2015]. Girls, gender and physical education: An activist approach. Routledge.) and teaching games for understanding (Bunker & Thorpe [1982]. A model for the teaching of games in secondary schools. Bulletin of Physical Education, 18, 5–8). We then present its 11-week implementation in a physical education class of 20 pupils in the 5th grade of primary school. Finally, we analysed the achievement of the objectives established, whereby the qualitative information gathered from interviews, focus groups, and the participants’ observation diaries, is complemented with the quantitative evaluation of game performance. The whole group worked together to modify our actions, allowing the girls to participate more actively, what reflected a significant improvement of the girls’ involvement in the game.KEYWORDS: Hybridisationactivist approachteaching games for understandinggirls Disclosure statementNo potential conflict of interest was reported by the author(s).Additional informationFundingThis work was supported by Ministerio de Ciencia e Innovación/Agencia Estatal de Investigación/10.13039/501100011033 y los fondos “FEDER Una manera de hacer Europa ”: [grant number PID2021-122886OB-C21].Notes on contributorsMarcos SeldasMarcos Seldas is Associate Professor in physical education pedagogy within the Universidad de Castilla-La Mancha. He specialises in the physical education and vulnerable situations. His current research is looking at using some pedagogical models to improve the situation of various contexts with difficulties.Luis M. García LópezLuis M. García López is Full Professor in physical education pedagogy within the Faculty of Education, University of Castilla-La Mancha. He specialises in research and teaching on topics of sport pedagogy and social justice. Specifically, his line of research has focused on understanding activist and salutogenic approaches within physical education and community programmes.
摘要本研究的目的是设计和实施一种有效的混合教学模式，以男女同校的干预为基础，特别关注男孩对女孩参与游戏的影响，从而克服与性别有关的参与障碍。首先，我们描述了结合激进主义方法创建混合教学模式的过程(Oliver & Kirk[2015])。女孩、性别和体育教育:一种积极的方法。(邦克和索普[1982])。中学游戏教学的模式。体育通报，18,5-8)。然后，我们在一个小学五年级20名学生的体育课上介绍了其为期11周的实施情况。最后，我们分析了既定目标的实现情况，即从访谈、焦点小组和参与者观察日记中收集的定性信息与对游戏表现的定量评估相辅相成。整个小组共同努力修改我们的行为，让女孩们更积极地参与进来，这反映了女孩们在游戏中的参与度有了显著提高。关键词:杂交、激进主义方法、理解女孩的教学游戏披露声明作者未报告潜在的利益冲突。本研究得到了法国科学部Innovación/阿根廷国家开发署Investigación/10.13039/501100011033的支持，项目编号:PID2021-122886OB-C21。作者简介:马科斯·塞尔达斯，卡斯蒂利亚-拉曼查大学体育教育学副教授。他的专长是体育教育和弱势群体。他目前的研究是利用一些教学模式来改善各种困难环境的情况。Luis M. García LópezLuis M. García López，西班牙卡斯蒂利亚-拉曼查大学教育学院体育教育学正教授。他专注于体育教育学和社会正义的研究和教学。具体来说，他的研究重点是了解体育教育和社区项目中的积极分子和健康方法。
{"title":"Benefits of hybridising the activist approach and teaching games for understanding to empower girls in physical education","authors":"Marcos Seldas, Luis M. García López","doi":"10.1080/25742981.2023.2265351","DOIUrl":"https://doi.org/10.1080/25742981.2023.2265351","url":null,"abstract":"ABSTRACTThe aim of this work was to design and implement an effective hybridisation of two pedagogical models that would serve to overcome gender-related barriers to participation in games, based on a co-educational intervention and paying a special attention on the boys’ influence for the girls’ participation. First, we describe the process of creating the hybrid pedagogical model combining the activist approach (Oliver & Kirk [2015]. Girls, gender and physical education: An activist approach. Routledge.) and teaching games for understanding (Bunker & Thorpe [1982]. A model for the teaching of games in secondary schools. Bulletin of Physical Education, 18, 5–8). We then present its 11-week implementation in a physical education class of 20 pupils in the 5th grade of primary school. Finally, we analysed the achievement of the objectives established, whereby the qualitative information gathered from interviews, focus groups, and the participants’ observation diaries, is complemented with the quantitative evaluation of game performance. The whole group worked together to modify our actions, allowing the girls to participate more actively, what reflected a significant improvement of the girls’ involvement in the game.KEYWORDS: Hybridisationactivist approachteaching games for understandinggirls Disclosure statementNo potential conflict of interest was reported by the author(s).Additional informationFundingThis work was supported by Ministerio de Ciencia e Innovación/Agencia Estatal de Investigación/10.13039/501100011033 y los fondos “FEDER Una manera de hacer Europa ”: [grant number PID2021-122886OB-C21].Notes on contributorsMarcos SeldasMarcos Seldas is Associate Professor in physical education pedagogy within the Universidad de Castilla-La Mancha. He specialises in the physical education and vulnerable situations. His current research is looking at using some pedagogical models to improve the situation of various contexts with difficulties.Luis M. García LópezLuis M. García López is Full Professor in physical education pedagogy within the Faculty of Education, University of Castilla-La Mancha. He specialises in research and teaching on topics of sport pedagogy and social justice. Specifically, his line of research has focused on understanding activist and salutogenic approaches within physical education and community programmes.","PeriodicalId":36887,"journal":{"name":"Curriculum Studies in Health and Physical Education","volume":"7 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135346887","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
In physical education, assessment is a fundamental component of purposeful and meaningful learning experiences for students, with the predominant goal to support and enhance student learning. Implementing the use of digital technologies in physical education can also contribute to improved engagement, motivation and student learning. While there is a substantial amount of research around digital technology and physical education within secondary school, less research exists around using digital technology to support quality assessment practices, particularly in a lower-primary physical education setting. Therefore, the purpose of this paper was to explore one physical educators’ experience using digital technology to support assessment implementation in an Australian primary physical education setting. Three themes were identified through analysis: shifting assumptions of practice, building comprehension and application, and challenges and opportunities in attempting to implement quality assessment using digital technology. We highlight the value of self-study research as professional learning for practising teachers and the importance of assessment literacy.
{"title":"A teacher’s self-study of digitally-enabled assessment practices to support enhancements in assessment literacy in primary physical education","authors":"Cassandra Iannucci, Celeste Fletcher, Dylan Scanlon","doi":"10.1080/25742981.2023.2265903","DOIUrl":"https://doi.org/10.1080/25742981.2023.2265903","url":null,"abstract":"In physical education, assessment is a fundamental component of purposeful and meaningful learning experiences for students, with the predominant goal to support and enhance student learning. Implementing the use of digital technologies in physical education can also contribute to improved engagement, motivation and student learning. While there is a substantial amount of research around digital technology and physical education within secondary school, less research exists around using digital technology to support quality assessment practices, particularly in a lower-primary physical education setting. Therefore, the purpose of this paper was to explore one physical educators’ experience using digital technology to support assessment implementation in an Australian primary physical education setting. Three themes were identified through analysis: shifting assumptions of practice, building comprehension and application, and challenges and opportunities in attempting to implement quality assessment using digital technology. We highlight the value of self-study research as professional learning for practising teachers and the importance of assessment literacy.","PeriodicalId":36887,"journal":{"name":"Curriculum Studies in Health and Physical Education","volume":"83 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135350338","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-09-12DOI: 10.1080/25742981.2023.2256304
Trent D. Brown
{"title":"On the periphery of pedagogical practice in health and physical education (HPE): the importance of self-management skills for physical activity","authors":"Trent D. Brown","doi":"10.1080/25742981.2023.2256304","DOIUrl":"https://doi.org/10.1080/25742981.2023.2256304","url":null,"abstract":"","PeriodicalId":36887,"journal":{"name":"Curriculum Studies in Health and Physical Education","volume":"24 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135879140","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-09-10DOI: 10.1080/25742981.2023.2253207
Debra Ayling, Sue Whatman, Ben Williams, Katherine Main
Few would argue against health education’s (HE) role in optimising student wellbeing. HE can refer to health-directed curricula or non-curriculum wellbeing programs and practices, including spiritual health. This scoping review aimed to explore HE in Christian faith-based primary schools (CFBPS), which typically encourage holistic learning. Seventeen articles were examined to identify (a) How HE is positioned to support student health and wellbeing and (b) What praxes are included in HE to assist student wellbeing in Christian faith-based primary schools? Findings highlighted the research gaps, the dearth of literature and collated the article proposals to promote HE and wellbeing in CFBPS. These proposals, or ‘Five As of HE in CFBPS’, include ‘adopting’ whole school approaches to prioritise HE and wellbeing practices, ‘asking’ participants’ perspectives when planning programs, ‘applying’ the researched tools, ‘assisting’ with professional development or training and ‘associating’ HE and faith connections more overtly for student understanding.
{"title":"Health education in Christian faith-based primary schools: a scoping study","authors":"Debra Ayling, Sue Whatman, Ben Williams, Katherine Main","doi":"10.1080/25742981.2023.2253207","DOIUrl":"https://doi.org/10.1080/25742981.2023.2253207","url":null,"abstract":"Few would argue against health education’s (HE) role in optimising student wellbeing. HE can refer to health-directed curricula or non-curriculum wellbeing programs and practices, including spiritual health. This scoping review aimed to explore HE in Christian faith-based primary schools (CFBPS), which typically encourage holistic learning. Seventeen articles were examined to identify (a) How HE is positioned to support student health and wellbeing and (b) What praxes are included in HE to assist student wellbeing in Christian faith-based primary schools? Findings highlighted the research gaps, the dearth of literature and collated the article proposals to promote HE and wellbeing in CFBPS. These proposals, or ‘Five As of HE in CFBPS’, include ‘adopting’ whole school approaches to prioritise HE and wellbeing practices, ‘asking’ participants’ perspectives when planning programs, ‘applying’ the researched tools, ‘assisting’ with professional development or training and ‘associating’ HE and faith connections more overtly for student understanding.","PeriodicalId":36887,"journal":{"name":"Curriculum Studies in Health and Physical Education","volume":"25 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136071886","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-09-08DOI: 10.1080/25742981.2023.2256327
E. Backman, Mikael Quennerstedt, B. Tolgfors, G. Nyberg
Peer assessment has been proven to improve learning for both the observer and the observed. One dimension of peer assessment that has been given little attention in the context of physical education teacher education (PETE) is the tension that exists when peers give feedback on each other ’ s work. In this paper, we report on Swedish preservice teachers ’ (PST) views on peer assessment used in PETE school placements. Our fi ndings reveal four mechanisms of peer assessment assigned value in PETE: (i) building social relations, (ii) making ‘ what to learn ’ visible, (iii) giving correct feedback, and (iv) handling sensitive and gendered comments. Inspired by Bourdieu, we discuss learning potentials and complex challenges with peer assessment, where the combination of social capital and physical capital decides what is possible to say and to whom when peer assessment is used in the PETE school placement and in school physical education (PE).
{"title":"Peer assessment in physical education teacher education – a complex process making social and physical capital visible","authors":"E. Backman, Mikael Quennerstedt, B. Tolgfors, G. Nyberg","doi":"10.1080/25742981.2023.2256327","DOIUrl":"https://doi.org/10.1080/25742981.2023.2256327","url":null,"abstract":"Peer assessment has been proven to improve learning for both the observer and the observed. One dimension of peer assessment that has been given little attention in the context of physical education teacher education (PETE) is the tension that exists when peers give feedback on each other ’ s work. In this paper, we report on Swedish preservice teachers ’ (PST) views on peer assessment used in PETE school placements. Our fi ndings reveal four mechanisms of peer assessment assigned value in PETE: (i) building social relations, (ii) making ‘ what to learn ’ visible, (iii) giving correct feedback, and (iv) handling sensitive and gendered comments. Inspired by Bourdieu, we discuss learning potentials and complex challenges with peer assessment, where the combination of social capital and physical capital decides what is possible to say and to whom when peer assessment is used in the PETE school placement and in school physical education (PE).","PeriodicalId":36887,"journal":{"name":"Curriculum Studies in Health and Physical Education","volume":" ","pages":""},"PeriodicalIF":1.9,"publicationDate":"2023-09-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44455658","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-09-02DOI: 10.1080/25742981.2023.2252798
Christopher Clark, Dawn Penney, Rachael Whittle, Andrew Jones
{"title":"Gendered pedagogy in senior secondary physical education curriculum enactment","authors":"Christopher Clark, Dawn Penney, Rachael Whittle, Andrew Jones","doi":"10.1080/25742981.2023.2252798","DOIUrl":"https://doi.org/10.1080/25742981.2023.2252798","url":null,"abstract":"","PeriodicalId":36887,"journal":{"name":"Curriculum Studies in Health and Physical Education","volume":" ","pages":""},"PeriodicalIF":1.9,"publicationDate":"2023-09-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47952361","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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